English Game On Part 1 British English Teacher Ver2

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GENERAL ENGLISH · ENGLISH IN VIDEO · INTERMEDIATE (B1-B2)
ENGLISH -
GAME ON!
(PART 1)
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1 Warm up
What can you see in these pictures?
1. 2.
3. 4.
What verb can you use with all these activities?
Which activity do you prefer? Why?
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INTERMEDIATE (B1-B2)
ENGLISH - GAME ON! (PART 1)
2 Listening to a talk - Intro
You are going to listen to a TEDx Talk by Marianna Pascal. Pascal has worked for many years with
businesses and organisations in Malaysia, training staff to be better communicators. She has also
written a series of books called "English: Fast & Easy". Pascal is originally from Canada and used to
work as an actor. She uses her acting skills to tell stories which explain her ideas.
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1. Read the Introduction to Marianna’s talk. What are the missing words? Use the first letters to help
you decide. Then watch the Introduction and check your answers.
For the past 20 years, I’ve been helping Malaysian and other Southeast Asians to speak better
English. And through training thousands of Southeast Asians, I’ve discovered a very surprising
truth. I’ve discovered that how well somebody communicates in English actually has very little
to do with their English level. It has a lot to do with their attitude towards English.
There are people out there who have a very low level of English, and they can communicate
very very well. One of them that I remember was a student, a participant of mine, named
Faizal. He was a factory supervisor – English level very very low – but this guy could just sit
and listen to anybody, very calmly, clearly, and then he could respond, absolutely express his
thoughts beautifully, at a very low level of English.
So, today I want to share with you what is so d about people like Faizal? How
do they do it? And second of all, why is this so i not only to you, but to your
children, to your community, and to the future of Malaysia? And third of all, what’s one thing
you can do, starting today, if you want to speak with that c , clear confidence
that people like Faizal have.
2. Work in pairs to answer these questions about the Introduction:

a. Does Marianna think there is a strong relationship between a person’s English level and how
well he/she communicates in English?
b. How many main points is Marianna going to make in her talk?
3. Think of three ways you will benefit from watching this talk.
3 Watching for the main idea

Marianna’s talk has five parts, and in each part, she tells a story which relates to one of these pictures.
Watch the whole talk and put the pictures in order. One picture is extra (write ’extra’ under it).
a. b. c.
d. e. f.

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4 Watching for detail - Part 1
Before you watch Part 1 again, use your dictionary to check these important verbs:
• to dread something
• to screw up
• to judge someone
Then answer these questions:
1. Which one is a phrasal verb? Are phrasal verbs usually formal or informal?
2. Which one is the opposite of look forward to something?
3. Is it a positive or negative experience if someone judges you?
Read the questions below and then watch Part 1 again to find the answers.
1. What did Marianna’s daughter dread? Why?

2. What do many Malaysians fear about conversations in English? Why?
Do you feel the same way about speaking English? Why/not?
5 Watching for detail - Part 2
Before you watch Part 2 again, match these words from the talk with their meanings
1. disgusting a. a feeling of not being confident to speak with other people
2. embarrassment b. a feeling you get when you are thinking more about yourself
than about what you’re doing
3. gross c. a feeling you get when you’ve done something wrong; your face
usually goes red when this happens
4. lousy (American English) d. informal - very unpleasant
5. self-awareness e. very bad: of low quality or unskilled
6. shyness f. very unpleasant
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Watch Part 2 again and then answer these questions, comparing Marianna’s daughter when she was
playing the piano, and the guy in the cybercafe when he was playing computer games.
a. How were these two people the same? How were they different?
b. Who was having more fun?
c. Which person is likely to continue their activity for longer? What will the result of this be?
Do you do any activities in the same way as the guy in the cybercafe?
6 Independent study
You will watch Parts 3, 4 and 5 of Marianna’s talk in a future lesson. For homework, write five true
personal sentences using some of the vocabulary from the exercises for Part 1 and 2. Your sentences
should use the words correctly and show the meaning of the words.

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TEACHER MATERIALS · INTERMEDIATE (B1-B2)
Transcripts
3. Watching for the main idea
INTRODUCTION 00:00 - 1:47
For the past 20 years, I’ve been helping Malaysians and other Southeast Asians to speak better
English. And through training thousands of Southeast Asians, I’ve discovered a very surprising truth.
I’ve discovered that how well somebody communicates in English actually has very little to do with
their English level. It has a lot to do with their attitude towards English. There are people out there
who have a very very low level of English, and they can communicate very very well. One of them
that I remember was a student, a participant of mine, named Faizal. He was a factory supervisor -
English level very very low - but this guy could just sit and listen to anybody, very calmly, clearly, and
then he could respond, absolutely express his thoughts beautifully, at a very low level of English. So,
today I want to share with you what is so different about people like Faizal? How do they do it? And
second of all, why is this so important not only to you, but to your children, to your community, and
to the future of Malaysia? And third of all, what’s one thing you can do, starting today, if you want
to speak with that calm, clear confidence that people like Faizal have.
PART 1 01:47
So first of all, what is so different? How do people like Faizal do it? To answer that question, I’m
going to take you back about 10 years, okay? So I was training staff at that time, and my daughter,
at that time, was taking piano lessons. And I started to notice two really strong similarities between
my daughter’s attitude or thinking towards playing the piano and a lot of Malaysians’ thinking or
attitude towards English. Now first of all, I should tell you my daughter absolutely hated piano,
hated the lessons, hated practising. This is my daughter practising piano, okay? This is as good as it
got. This is the real thing. And she dreaded going to piano lessons because to my daughter, going to
piano lessons, she was filled with this sort of dread. Because it was all about not screwing up, right?
Because like for a lot of piano students, to both my daughter and her teacher, her success in piano
was measured by how few mistakes she made. At the same time, I noticed that a lot of Malaysians
went into English conversations with the same sort of feeling of dread. This sort of feeling that they
were going to be judged by how many mistakes they were going to make, and whether or not they
were going to screw up.
Now, the second similarity that I noticed was to do with self- image. You see, my daughter, she knew
what good piano sounded like, right? Because we’ve all heard good piano. And she knew what her
level was, and she knew how long she’d have to play for, to play like that. And a lot of Malaysians, I
noticed, had this idea of what good proper English is supposed to sound like, and what their - I see a
lot of you nodding - and what their English sounded like, and how far they’d have to go to get there.
And they also felt like they were - like my daughter - just bad, bad piano player, bad English speaker,
right? My English not so good, lah. Cannot. Sorry, yah. Cannot. Ah - So I could see these similarities,
but I still couldn’t figure out, okay, what is it about these people like Faizal, that are so different, that
can just do it smoothly, calmly, with confidence?
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PART 2 04:16
One day, I discovered that answer, and I discovered it quite by chance. It was a day when my
computer broke down, and I had to go to a cybercafe. Now, okay, it was my first time, and I
discovered cybercafes are disgusting places, okay? They’re really gross. They’re smelly, and they’re
filled with boys. And they’re all playing noisy, violent games. They’re just disgusting places. But I had
to go there. So I sit down, and I start noticing this guy beside me. And I become very very interested
in this guy next to me. Now, this guy is playing this game that is basically, it’s like shooting people
until they die. And that’s it. (Laughter)
That’s the game, right? And I’m noticing that this guy is not very good. He’s like, in fact, he’s terrible,
right? Because I’m looking, and I’m seeing, like, a lot of shooting and ... not much dying, right?
What really interested me was behind this lousy player were three of his friends, sort of standing
there watching him play. And what I really noticed was even though this guy was terrible, even
though his friends were watching him, there was no embarrassment. There was no feeling of being
judged. There was no shyness. In fact, quite the opposite. This guy’s like totally focused on the bad
guys, smile on his face. All he can think about is killing these guys, right? And I’m watching him. And
I suddenly realise: this is it. This is the same attitude that people like Faizal have when they speak
English, just like this guy. When Faizal goes into an English conversation, he doesn’t feel judged. He
is entirely focused on the person that he’s speaking to and the result he wants to get. He’s got no
self-awareness, no thoughts about his own mistakes.
PART 3 06:17
I want to share with you a real, true example, to paint a picture, of somebody who speaks English
like they are playing piano and someone who speaks English like they are playing a computer game.
And this is a true story. It happened to me. A while ago, I was in a pharmacy. I had to buy omega;
my doctor said I should get omega. And I go to the shelf, there’s tons of omega, there’s omega that’s
high in DHA, omega that’s high in EPA, and I don’t know which one to buy.
Now, the sales rep happened to be there. And I saw she was like this well-dressed, professional
woman. I walk over to her, and I see this look as she sees me, this sort of - it’s a look I recognise very
well. Her eyes go all wide. It’s sort of that panic: Oh my God! I’ve got to speak to a native speaker;
she’s going to judge me and notice my mistakes. I go up to her, and I explain my situation: which
omega do I get? And she starts explaining to me everything about DHA and EPA you could possibly
imagine. She speaks very quickly, goes all around in circles. And when she finishes, no idea what to
buy.
So I turn to the girl behind the counter. Now, the girl behind the counter, I heard her before, her
English level is very low. But when I walk over to her, this girl, there’s no fear. In fact, she’s just
looking at me. You know that look? Like...Yeah? Okay...So, how? Yeah, I’ve been in Malaysia a long
time. So, I go up to her and I explain the problem, EPA and DHA. She looks at me, she says, "Okay,
yeah. " "Ah, EPA for heart." "DHA for brain." "Your heart okay or not?" So I said, "Yeah, yeah," I said,
"My heart is really, I think it’s pretty good." She says, "Your brain okay or not?" I said, "No. No, my
brain is not as good as it used to be." She looks and says, "Okay lah, you take Omega DHA!" Problem
solved, right?
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So we’ve got two different kinds of communicators. We’ve got the one who’s got a high level, but
totally focused on herself and getting it right, and therefore, very ineffective. We’ve got another one,
low-level, totally focused on the person she’s talking to and getting a result. Effective. And therein
lies the difference.
PART 4 09:10
Now, why is this distinction so important not just to you, to your children, but to the future of
Malaysia and countries like Malaysia? And to answer that, let’s take a look at who actually is speaking
English in the world today, okay? So, if we looked at all of the English conversations in the whole
world, taking place right now on planet Earth, we would see that for every native speaker, like me,
there are five non-native speakers. And if we’d listen to every conversation in English on planet Earth
right now, we would notice that 96% of those conversations involved non-native English speakers
- only 4% of those conversations are native speaker to native speaker. This is not my language
anymore, this language belongs to you. It’s not an art to be mastered; it’s just a tool to use to get a
result.
And I want to give you a real-life example of what English is today in the world, real English today.
This is another true story. I was at a barbecue a little while ago - this was a barbecue for engineers,
engineers from all over the world. And they were making hot dogs. Some of the hot dogs were
regular hot dogs, and some were these cheese hot dogs, you know, with the cheese in the middle. A
French engineer is cooking the hot dogs, and he turns to this Korean engineer, and he says, "Would
you like a hot dog?" And the Korean guy says, "Yes, please!" He says, "Do you want the cheese?"
And the Korean guy looks around at the table, he says, "I no see cheese." The French guy says,
"The hot dog is contains the cheese." The Korean guy doesn’t understand him, right? So the French
engineer tries again. "The hot dog is ... making from ... with the cheese." Korean guy still doesn’t
understand. He tries again, he says, "The hotdog is coming from - No, the cheese is coming from
the hot dog." Korean guy cannot understand. Now there’s a Japanese engineer who’s been listening
to this conversation, turns to the Korean engineer and he says, "Ah! Cheese ... integrator!" He
understands, okay. Everybody understands. So, this is what English is today. It’s just a tool to play
around with to get a result, like a computer game.
PART 5 12:01
Now, the challenge is that we know in schools all around the world, right, English is not really being
taught like it’s a tool to play with. It’s still being taught like it’s an art to master. And students are
judged more on correctness than on clarity. Some of you might remember the old comprehension
exam in school.
Does anybody remember in school when you would get a question about a text that you read, you’d
have to read through some text, right? And then answer a question to show that you understood the
text? And this may have happened to you that you showed that you understood the text, but you got
a big X because you made a little grammar mistake. Like this student. This student clearly understood
paragraph four. But no, not correct! Because he left the letter N off the word "environment." But in
the real world, what would matter? In the real world, what would matter is did you understand the
email, or did you understand your customer so that you can go ahead and take action?
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Now, the problem that I see here, over and over, is that people take the attitude they developed
about English in school, and they bring it into their adult life and into their work. And if you’re in a
stressful situation, and you’re having a conversation, and you’re trying to give a result to someone
and say it correctly, your brain multi-tasks, it cannot do two things at once. And what I see is the
brain just shutting down. And you may recognise these three symptoms of the brain shutting down.
The first one is that your listening goes. Someone’s talking to you, and you’re so busy thinking about
how you’re going to respond and express yourself correctly, you don’t actually hear what the other
person said. And I can see a lot of nodding in the audience. The second thing to go is your speaking.
Your mind sort of shuts down, and that vocabulary you do know just disappears, and the words don’t
come out. The third thing to go is your confidence. And the worst thing about this is you may only
be [un]confident because you cannot express yourself clearly, but to the person talking to you, they
may misunderstand this as a lack of confidence in your ability to do the job, to perform.
So if you want to speak English like Faizal with that great confidence, here’s the one thing that you
can do. When you speak, don’t focus on yourself. Focus on the other person and the result you
want to achieve. Imagine a next generation of Malaysians, all with that wonderful confidence in
communication that Faizal has, at any level of English. Because let’s remember that English today is
not an art to be mastered, it’s just a tool to use to get a result. And that tool belongs to you. Thank
you.
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Key
1. Warm up
Time: 5 mins. Do the first two questions with the whole class, to quickly identify the activities and the collocating
verb, play. You could briefly extend this stage by eliciting from the class other similar things we can play, eg:
other musical instruments (piano, violin); other ball sports (basketball, tennis); examples of video games (Fortnite,
Minecraft); other board games (checkers/draughts, Risk). Then, students can answer Question 3 in pairs or small
groups to personalise the topic; there is no need to conduct full class feedback after Question 3.
1. a guitar 2. a football match
3. a video/computere game 4. a chess board
The verb ‘play’ is used with all these activities.
2. Listening to a talk - Intro
Time: 10 mins. Present the information about the speaker to the class and then explain that Exercise 1 will help
students "tune into" or get used to Marianna’s voice and accent so that they can understand the rest of the talk
more easily. They can work alone to read the extract from the tapescript (set a time limit of 2 minutes) and then
work in pairs to add the missing words. Then play the introduction (INTRO 0:00-1:47 in the MULTIMEDIA box
on the lesson page) for students to check their ideas. Finally, check answers with the whole class.
The questions in Exercise 2 will also help students to understand the structure of the talk, including useful
signposting language, and what they can learn from it. After students discuss 2A and B in pairs, check answers
with the whole class.
Students could also do part 3 in pairs. When you check answers with the whole class, elicit or present a wide
range of ideas – see below – so that students are aware of the learning outcomes for these two sessions.
1. different; important; calm
2. A: Marianna does not think there is a strong relationship; she says that, "...how well somebody communicates
in English actually has very little to do with their English level."
B: She will make three main points in her talk - these are clearly indicated by signposting language, "...And second
of all... And third of all..." You can point out that these phrases are important in presentations in business and
academic contexts.
3. Students will benefit from the talk in terms of:
- Studentship: information from the talk will help students to study/learn more effectively, be better
communicators, speak English more confidently and even get a better job in the future!
- Skills work: students will also be able to improve listening and speaking skills as they watch the talk and answer
comprehension and discussion questions.
- Vocabulary: students will encounter, define and activate vocabulary related to the talk.
- Enjoyment: Marianna is a very engaging speaker, so they will also simply enjoy the talk.
3. Watching for the main idea
Time: 20 mins. Focus class attention on the six pictures and ask students to say what they can see in each one;
spend a few minutes making sure they know the vocabulary used in the answers below to support their listening.
Then play Parts 1-5 of the talk (MAIN IDEA MAIN IDEA 1:47 - 15:30) – this is just under 14 minutes long. Students
work alone to number the pictures as they watch the talk. After the viewing, students can quickly compare their
answers in pairs, and then check answers with the whole class. This task allows students to demonstrate a basic
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understanding of each part of the talk, to prepare them to watch a second time, when they will recover more
detailed information related to vocabulary and reflect on each story.
Order of parts: 1F, 2A, 3D, 4C, 5B
a. part 2 - playing games in a cybercafe
b. part 5 - taking an exam
c. part 4 - hot dogs on a barbecue
d. part 3 - a pharmacy
e. EXTRA (learning to ride a bike)
f. part 1 - practising the piano
4. Watching for detail - Part 1
Time: 10 mins. Students can use either English-English dictionaries or bilingual dictionaries, or a dictionary app
on their mobile phone. They can work alone or in pairs, depending on the number of dictionaries you have. They
need to know these words to answer the questions about Part 1. Make sure students can pronounce the words.
Answers:
1. ‘screw up’ is a phrasal verb = make a mistake or lots of mistakes so that you are unsuccessful at what you are
doing; phrasal verbs are generally informal, and this one is especially informal!
2. the opposite of ‘look forward to something’ is ‘to dread something’ (= wait for a future event with a negative
feeling, eg of fear); ‘look forward to something’ = wait for a future event with a positive feeling, eg "I’m looking
forward to the weekend/my holiday."
3. ‘Being judged’ is usually a negative experience; judge = focus on someone’s mistakes to form an opinion about
how good they are at doing something
Focus student’s attention on the questions In Exercise 2 and watch Part 1 again (1:47- 4:16). They can then discuss
their answers in pairs. When you check answers with the whole class, encourage students to use the vocabulary
from Exercise 1 in full sentences in their answers.
Sample answers:
4. Marianna’s daughter dreaded piano lessons because she was worried about screwing up/making lots of
mistakes.
5. Many Malaysians fear that they will screw up/make a lot of mistakes when they have conversations in English
because they know their level is not very high. They worry that the listener will judge them.
Students’ own answers will vary. Give students some time to work in pairs to discuss the question and formulate
their answers first. Then, when you check answers with the whole class, encourage students to use the vocabulary
from Exercise 1 in full sentences in their answers.
5. Watching for detail - Part 2
Time: 10 mins. Students can work in pairs to match the words and meanings before you check answers with the
class. Make sure students can pronounce all the words - the stressed syllable is underlined. You could also ask a
higher-level class to say which are nouns (2, 5 and 6 - with noun-ending suffixes) and which are adjectives (1, 3
and 4).
1. f 2. c 3. d 4. e 5. b 6. a
Focus students’ attention on the questions in Exercise 2, before you watch Part 2 again (4:16 - 6:19). Give students
some time to work in pairs to discuss the questions and formulate their answers first. Then, when you check
answers with the whole class, encourage students to use the vocabulary from Exercise 1 in full sentences in their
answers.
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Sample answers:
a. Both Marianna’s daughter and the guy in the cybercafe were lousy (poor) players. Marianna’s daughter hated
playing the piano, so she avoided doing it (as we saw in the photograph Marianna showed in the presentation),
but the guy in the cybercafe played the game with full attention and without shyness, embarrassment or self-
awareness, even though he wasn’t very good.
b. The guy in the cybercafe was having more fun than Marianna’s daughter.
c. The guy in the cybercafe is likely to continue this activity for longer. The result of this will almost certainly be
that he improves his gaming skills.
For part 3, students’ own answers will vary. Give students some time to work in pairs to discuss the question and
formulate their answers first. Then, when you check answers with the whole class, encourage students to use the
vocabulary from Exercise 1 in full sentences in their answers.
6. Independent study
Remind students that they will continue watching this talk in a future lesson. To consolidate their learning so
far, they could write five personal true sentences using some of the vocabulary from Part 1 and 2. Remind
students that personal sentences demonstrate the meaning of the target language – invite students to compare
and evaluate these two examples:
- I was dreading it. (grammatically correct but meaning not demonstrated)
- I was dreading my cousin’s wedding because I had to wear a really uncomfortable dress/suit, but I actually had
a really good time! (grammatically correct, meaning demonstrated and personalised).
Students could tell a partner or the teacher which words they would like to use in their sentences before the end
of the session.
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HEAAADERLOGORIGHT

GENERAL ENGLISH · ENGLISH IN VIDEO · INTERMEDIATE (B1-B2)

What can you see in these pictures?

What verb can you use with all these activities?

Which activity do you prefer? Why?

FOOOOTERRIGHT Learn without forgetting! 1/5

ENGLISH - GAME ON! (PART 1)

2 Listening to a talk - Intro

FOOOOTERLEFT Learn without forgetting! 2/5

ENGLISH - GAME ON! (PART 1)

2. Work in pairs to answer these questions about the Introduction:

3 Watching for the main idea

FOOOOTERRIGHT Learn without forgetting! 3/5

ENGLISH - GAME ON! (PART 1)

4 Watching for detail - Part 1

Then answer these questions:

1. What did Marianna’s daughter dread? Why?

Do you feel the same way about speaking English? Why/not?

5 Watching for detail - Part 2

1. disgusting a. a feeling of not being conﬁdent to speak with other people

5. self-awareness e. very bad: of low quality or unskilled

6. shyness f. very unpleasant

FOOOOTERLEFT Learn without forgetting! 4/5

ENGLISH - GAME ON! (PART 1)

FOOOOTERRIGHT Learn without forgetting! 5/5

ENGLISH - GAME ON! (PART 1)

3. Watching for the main idea

INTRODUCTION 00:00 - 1:47

ENGLISH - GAME ON! (PART 1)

ENGLISH - GAME ON! (PART 1)

ENGLISH - GAME ON! (PART 1)

ENGLISH - GAME ON! (PART 1)

The verb ‘play’ is used with all these activities.

2. Listening to a talk - Intro

3. Watching for the main idea

ENGLISH - GAME ON! (PART 1)

4. Watching for detail - Part 1

5. Watching for detail - Part 2

ENGLISH - GAME ON! (PART 1)

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